Big Picture Social Studies Unit Planning Sheet Grade: 5 Strand: Heritage and Identity

Name: Ana Goncalves o!ic: "irst Nations and #uro!eans in Ne$ "rance and #arly %anada Assessment #vidence: Diagnostic/Assessment for Learning "ive Sam!le .earning Activities:

&isci!linary hin'ing %once!ts ()rom *%SSG+:

1. Cause and Consequence; Continuity and Change 2. Perspective; Interrelationships 3. Significance; Interrelationships
*,#-A.. e/!ectations )rom *%SSHG0 1234: A1. Analyze so e !ey short and long"ter consequences of interactions a ong and #et$een %irst &ations and 'uropean e(plorers and settlers in &e$ %rance prior to 1)13. A2. *se the social studies inquiry process to investigate aspects of the interactions a ong and #et$een %irst &ations and 'uropeans in Canada prior to 1)13 fro the perspectives of the various groups involved. A3. +escri#e significant features of and interactions #et$een so e of the ain co unities in Canada prior to 1)13, $ith a particular focus on %irst &ations and &e$ %rance. #ssential 5uestions: (%onsider the 6ig ideas and the )raming 7uestions )rom *%SSHG+

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1. Investigate various regions of

0-1 chart of 'arly settle ent in Canada 2ap of Canada and 3egions in $hich settle ent and e(ploration too! place 4include significant dates5 2ap $ere significant %irst &ations groups lived 2aintain $ord $all of i portant ter inology and significant people6events 7n"going ti eline of i portant events Canada $here settle ent and e(ploration too! place.

2. *se a 8enn diagra

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to docu ent #oth pros and cons of 'uropeans settle ent and encounters $ith %irst &ations. create poe s reflecting the perspective of a co unity or person of that era.

3. Investigate perspectives and

<. Create and illustrate a poster

advertising settle ent in 'arly Canada 9 convey $hy 'uropeans should settle in these lands and the #enefits.

Formative Assessment/Assessment for Learning:

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8enn diagra s 4of various topics related to %irst &ations and 'uropean early settle ent interactions 9 also topics regarding the land, environ ent, or agriculture 9 living situations5 %lo$ charts discussing conflicts #et$een groups 4or ilitary alliances5 Issue6vie$point question sheets 3ole play character s!etch. :raph $or! for co parisons and contrasts 8oca#ulary or date6event Creating Poetry +ifferent aps 4la#eling or colour coding locations5 +iora a;s of different spaces, co unities, atching

=. Create dra a presentation

that point out !ey ele ents of cooperation #et$een %irst &ations and 'uropean settle ent and #enefits each group introduced.

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-hat causes conflicts. /o$ does change affect a co or har ful. unity. Is it #eneficial

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-hy is it i portant to understand that people have different perspectives. -hy is it i portant to cooperate $ith others.

%onnections to other su6:ects:

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1anguage Arts Art

.earning Goals8*!!ortunities: Students $ill 'no$ and 6e a6le to do9

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agriculture >+escri#e the interactions #et$een %irst &atives and 'uropean settlers and their perspectives 9 learn to e(tract #iases. >*nderstand ho$ change and introduction to ne$ people or resources i pacts a society #oth positively and negatively 4%irst &ations and 'uropean society5. >*nderstand $hy 'uropeans decided to esta#lish per anent settle ents. >/o$ co unities 4%irst &ations and 'uropean settlers5 that $or! together and cooperate can #enefit each other.

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+ra a

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+ra$ings, sculpting or paintings representing a particular culture of that ti e.

Summative Assessment/Assessment of Learning:

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Students $ill #e as!ed to present and su# it a s all research portfolio a#out a 'uropean settler and their voyage, or a %irst &ations co unity during this period. 4?here $ill #e specific co ponents to include in the portfolio that touch upon different lessons of the unit5

Metacognitive8Assessment as learning:

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7n"going 3eflective @ournals particular to each lesson

SP#%I"I% %-*SS %U--I%U.A- %*NN#% I*NS *-GANI;#-

Sam!le .earning Activity 3< .anguage Arts: Point of View 1.A Identify the point of vie$ presented in te(ts and as! questions a#out possi#le #ias. Social Studies: Inquiry: Perspectives on Interactions 2.2 :ather and organize infor ation on interactions a ong and #et$een %irst &ations and 'uropeans, using a variety of pri ary and secondary sources that present various perspectives. > Analyze perspectives and #iases of te(ts. > -rite a poe that reflects the feelings and perspectives de onstrated in the pri ary or secondary source provided.

Sam!le .earning Activity 1< ,isual Arts: Reflecting, Responding, and Analyzing +1.3 *se ele ents of design in art $or!s to co Social Studies: Understanding Context 3.< +escri#e the settle ent. ain unicate ideas, essages, and understandings.

otives for 'uropeans; e(ploration in early Canada and for the esta#lish ent of per anent

> Create and illustrate a poster advertising settle ent in 'arly Canada 9 convey $hy 'uropeans should settle in these lands and $hat are the #enefits.

Sam!le .earning Activity 4< &rama: Creating and Presenting B1.2 +e onstrate an understanding of the ele ent of role #y selectively using so e other ele ents of dra a 4ie, ti e and place, relationship5 to #uild #elief in a role and esta#lish its conte(t and relationship #et$een t$o or ore characters 4use supporting artifacts or si ple props and use furniture to esta#lish5. Social Studies: Application 1.2 Analyze aspects of early contact #et$een %irst &ations and 'uropeans in &e$ %rance to deter ine the $ays in $hich different parties #enefited 4ie, early settlers #enefited fro %irst &ations people;s !no$ledge of edicine, geography, and odes of transportation, $hile %irst &ations #enefited fro certain technologies for ore efficient hunting5. > +evelop short s!its and dialogues de onstrating these t$o groups $or!ing together and sharing ideas that #enefit their living and environ ents.

.#SS*N P.AN What will you teach? #/!ectations: 1.2 Analyze aspects of early contact #et$een %irst &ations and 'uropeans in &e$ %rance to deter ine the $ays in $hich different parties #enefited 4ie, early settlers #enefited fro %irst &ations people;s !no$ledge of edicine, geography, and odes of transportation, $hile %irst &ations #enefited fro certain technologies for ore efficient hunting5. .earning Goals: 1earn a#out the first settle ents in &e$ %rance and the i portance of cooperation #y e(a ining the #enefits of %irst &ations and 'uropean settler interactions. 4Analyze so e !ey short and long"ter consequences of interactions a ong and #et$een %irst &ations and 'uropean e(plorers and settlers in &e$ %rance prior to 1)13.5 Su6:ect: Social Studies6+ra a Grade: = ime "rame: 1"2 class periods =ey 5uestions: /o$ or in $hat $ays did different parties #enefit fro early interactions. /o$ or in $hat $ays did they sho$ cooperation. -hy is it i portant to $or! together and to cooperate. =ey ,oca6ulary8>ord >all: Cooperation, %rance, &e$ %rance, @acques Cartier, Chief +onnacona, St. 1a$rence, 2i;! aq, Iroquois, /ochelaga 42ontreal5, Stadacona 4Cue#ec City5 ?aterials8-esources: - Chart Paper - 2ar!ers

How will you teach it? Teaching/Learning lan!

Artifacts 4the ite s5 Boo! @aenen, Cornelius @. DCanadaE A People;s /istoryE %irst ContactF. ?orontoE ?ho son &elson, 2GGH. 2G"22.

Assessment: How will you measure the learning?

1. Introduction:
I $ill #egin #y reflecting on the activities and lessons of the perspectives of #oth %irst &ations and 'uropean settlers #ased on the $ritten te(ts6sources 4pri ary or secondary5 that de onstrated different vie$points and #iases 4#oth positive and negative aspects of encounter5. *sing the te(t resource I $ill display a ap on a proIector to point out &e$ %rance and introduce i portant dates and parties 4or people5 involved during this early encounter in &e$ %rance. 4Add the ne$ na es6ter s to a $ord $all and the situation onto our ongoing ti eline5.

1. &iagnostic assessment: 3efer to the ongoing 0-1 chart, $ord"$all, and

ti eline.

2. "ormative assessment: :roup activity #rainstor ing ideas onto their o$n
chart paper and #ello$ 4or at the #ac! of the chart paper5 they are creating a s!it6dialogue.

3. Summative assessment: ?he infor ation gathered fro this lesson $ill #e
incorporated into their s all portfolio proIect $here they 'uropean settler and their voyage, or a %irst &ations co period. ust research a unity during this

4. Sel)@assessment: on"going @ournal 3eflections particular to each lesson.

4Perhaps ans$er the question 9 $hy is it i portant to $or! together and to cooperate.5

I $ill #ring a fe$ artifacts to class 9 Such as fur 4or fau( fur5, tools 4such as ha ers5 , irrors, iron, toy guns 4or $ater gun5, edicine, her#s6plants, dishes, cutlery, fishing gear, e(a ples of odes of transportation 4 aps, toy horses5 J *sing these o#Iects I $ill introduce the significant aspects of early contact #et$een %irst &ations and 'uropeans in &e$ %rance to deter ine the $ays in $hich different parties #enefited 4ie, early settlers #enefited fro %irst &ations people;s !no$ledge of edicine, geography, and odes of transportation, $hile %irst &ations #enefited fro certain technologies for ore efficient hunting5.

2. Instruction8Se7uence o) ste!s: After sho$ing the students these ite s6ite s that represent
ideas I $ill as! a series of questions.

As! the students to analyze and descri#e each ite 6ite that
represents and idea. -hat ite s6ideas do you thin! the %irst &ations traded $ith the 'uropeans. -hat ite s6ideas do you thin! the 'uropeans traded $ith the %irst &ations.

 /o$ and in $hat $ays $ere these ite s6ideas #eneficial.

A!!lication8%onsolidation:

I $ill divide the class into several groups 'ach group $ill #e given t$o ite s6ite s that represent ideas
and they ust #rain stor on their o$n chart paper $hy they thin! this ite $as #eneficial and ho$. ?hey ust then present their ans$ers #y creating a short s!it or dialogue 4docu ent on chart paper5 de onstrating these t$o groups $or!ing together and sharing ideas6ite s that #enefited their living situations. /o$ did they help each other #y sharing ne$ ideas. 7r ho$ did those ite s #enefit each group. ?heir s!its ust de onstrate cooperation in their interactions.